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Making Discovery
Visible
Kurt Squire
Senior Investigator, Creative Director
Games are models
that represent ideas
as interactive worlds.
We build more robust
models of scientific
ideas through cycles
of perceiving and
doing.
But unlike sims &
models, games
pique our interest in
new domains &
embrace the
aesthetics of
experience.
This is especially
important in an
attention economy.
• big bird & kid watching tv
Games are about
solving problems.
Through game play,
we develop skills.
We develop those
skills in communities
that assess our
performance.
Through
participating in these
communities we can
become new kinds
of people.
Wisconsin Institutes for Discovery
Wisconsin Institutes for Discovery
Pharmaceutical
Informatics
Regenerative
Biology
Optimization
Computational
Technology
Systems
Biology
Medical
Devices
Educational
Research Virology
Bionates
Epigenetics
Living
Environment
s
Wisconsin Institutes for Discovery
Pharmaceutical
Informatics
Regenerative
Biology
Optimization
Systems
Biology
Medical
Devices
Virology
Bionates
Epigenetics
Living
Environment
s Computational
Technology
Educational
Research
Private Public
Educational Games that Make Discovery Visible
Experience the thrill of scientific
discovery.
Participate in the Making of Science
Games based on cutting-edge discoveries
Virulent iPad
1 month, 1,000 downloads
• Initial Findings
• High interest in content
• Players use images to scaffold material
• Context for interdisciplinary
collaboration
Trails Forward
Game World
Vilas County, WI
963,976 square single acre tiles
(1,352 x 713 grid)
TRAILS FORWARD GAME CONCEPTS
ROLES
Harvests Forest Builds Properties Enforces Law
Cares for the Land
Timber Co. Developer Ranger
Buy & Sell Property
Lobby the State for Roads
Lobby the State for Zoning Changes
CORE GAME CYCLE
Rangers Build Parks
Open Land for Hunting/Birdwatching
Import Wildlife
Check for Endangered Species
Developers Bulldoze land
Build Homes
Build Factories
Enhance Properties (e.g., Solar Panels)
Loggers Clearcut Forest
Plant Seeds
Selectively Harvest Wood
Open Land for Hunting/Birdwatching
TRAILS FORWARD GAME CONCEPTS
LAND MODEL
3x3 acres
1 Megatile
Architecture TRAILS FORWARD
Database Game Server
Game Client http
New Clients & Bots
http
Games that let you discovery the joy in
helping someone.
What if You Had Cancer?
Symptoms
“Cut Poison Burn” Treatment Diagnosis Imaging
Imaging
`
Diagnosis
Breast Cancer
Hurkmans et al.
(2001)
17.5% variation
Lung Cancer
Senan et al. (1999)
Factor of 2
Cervical
Weiss & Hess (2003)
3-4x variation
Treatment
This is not good for patients.
Imagine instead....
Diagnosis
Diagnosis
Imagine getting not a second
or third opinion, but a doctor
working with 2 million
opinions.
Radiologists
& Doctors
Medical
Training
Children
& Youth
General
Public
SINGLE PLAYER
PROTOTYPE
Symptom
s
Imaging
Diagnosis
Treatment
Would kids play this?
Will they learn anything?
• Participants:
• 69 students (12 to 20)
• Format:
1. Pre-test
2.Oncology
3. Post-test
Exploratory Study
What does a radiologist do?
Open-ended, χ2 (1, N = 69) = 38.03, p < .001
Pre Correct: 28, Post Correct: 68
Contouring a cancerous tumor
χ2 (1, N = 69) = 17.46, p < .001
Pre Correct: 14, Post Correct: 39
What is difficult about radiotherapy?
χ2 (1, N = 69) = 9.03, p < .001
“It is hard to keep from exposing healthy tissue to radiation
beams”
Playing APA taught me about treating cancer
χ2 (2, N = 69) = 38.17, p < .001
Observed: 46, Expected: 23
Playing APA taught me about contouring cancerous
tumors
χ2 (2, N = 69) = 37.13, p < .001
Observed: 46, Expected: 23
Students indicated a highly significant increase in
interest medical professions (M = 2.93, SD = 1.38)
compared to pre-gameplay (M = 2.58 , SD = 1.25), t(69) =
4.11, p < .001
With training, I could be a good doctor.
Females’ indicated a significant increase in future
medical/professional confidence (M = 3.89, SD = 1.16)
as compared to pre-game-play (M = 3.48, SD = 1.37),
t(27) = 2.28, p < .0125
Radiologists
& Doctors
Medical
Training Children
& Youth
General
Public
Radiologists
& Doctors
Medical
Training Children
& Youth
General
Public
Dr. Lonie Salkowski
Radiologists
& Doctors
Medical
Training Children
& Youth
General
Public
Radiologists
& Doctors
Medical
Training Children
& Youth
General
Public
•How might we assess
learning?
Observations
Interpretive Framework
Model of Cognition
=
Observations
Interpretive Framework
Model of Cognition
• What assumptions are in this model?
=
Knowledge Recall
Expertise as regurgitation
Learners as “little doctors”
Solving Problems
‘
Distributed Expertise
Learning as engaged action
Engaged Action
Problem solving
Participation
‘
Distributed Expertise
• How do we do this?
1. Technical
“Achievements”
III. Peer ratings
II. Records of
Decisions
What did they
do?
How did others
view their work?
What choices did
they make?
What did they
do?
What did they
do?
• Choices are chokepoints to test
understanding
•What evidence do players choose for
arguments?
•Which characters do they talk to?
• Is there a difference between experts &
novices?
•Do players make different choices after
playing?
What decisions do players make
in authentic contexts?
Performance data is used for
formative feedback all the time.
Players can model their own
learning
• Assessment is social
Jolene, Level 19, American,
Female
physician ratings composite scores
network map
• cross institutional
• embedded diagnostics
• social & technical assessments
Consumer
Producer
Authentic
Participation
Safe
Sandbox
Transforming public participation in
science.
• Sangtae Kim, Director, Morgridge Institute of Research
• Susan Millar, Director, Educational Research & Development
• Richard Halverson, Associate Co-Director
• Post - Docs
• Nathan Patterson
• Ben Shapiro
• Graduate Students
• Matt Gaydos
• Sarah Chu
• Kevin Harris
• Adam Mechtley
• Dennis Paiz-Rameriz
• Belinda Guiterrez Educational Research Integration Area
Developers
• Allison Salmons
• Mike Beall
• Erin Robinson
• Jake Ruesch
• Greg Vaghan
home schools
charter schools
virtual schools
shrinking
state
funding new
hardware